Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
https://doi.org/10.62574/rmpi.v5i1.253
Integrating technology into English language teaching
Integración de la tecnología en la enseñanza del idioma inglés
Nancy Jacqueline Cárdenas-Ramírez
nancyj.cardenas@quito.gob.ec
UEM Sebastián de Benalcázar, Quito, Pichincha, Ecuador
https://orcid.org/0009-0006-3350-0097
Clara Aurora Calupiña-Rivera
clara.calupina@quito.gob.ec
Secretaría de Educación, Recreación y Deporte del DMQ, UEM Rafael Alvarado, Quito,
Pichincha, Ecuador
https://orcid.org/0009-0007-0862-508X
ABSTRACT
The integration of technology in educational processes has emerged as an important factor in
transforming traditional pedagogical practices. The objective of this study is to analyse the
integration of technology in English language teaching. The study was descriptive with a
documentary design in a population of 17 scientific articles. The results were organised into
documentary categories such as: 1) Learning styles and strategies 2) Use of technologies in
teaching 3) Artificial intelligence and digital platforms 4) Technological and methodological
innovations 5) Communicative approaches and hybrid methodologies. Innovations such as
gamification, simulators and virtual environments have proven to be effective in motivating
students and encouraging active learning, while communicative approaches and hybrid
methodologies combine the advantages of face-to-face and virtual learning, offering greater
flexibility and accessibility.
Descriptors: second language instruction; language instruction; bilingual education. (Source:
UNESCO Thesaurus).
RESUMEN
La integración de la tecnología en los procesos educativos ha surgido como un factor
importante para transformar las prácticas pedagógicas tradicionales. Se destaca como objetivo
analizar la integración de la tecnología en la enseñanza del idioma inglés. De tipo descriptivo
con diseño documental en una población de 17 articulos científicos. Los resultados se
organizaron en categorías documentales tales como: 1) Estilos y estrategias de aprendizaje 2)
Uso de tecnologías en la enseñanza 3) Inteligencia artificial y plataformas digitales 4)
Innovaciones tecnológicas y metodológicas 5) Enfoques comunicativos y metodologías
híbridas. Innovaciones como la gamificación, los simuladores y los entornos virtuales han
demostrado ser efectivas para motivar a los estudiantes y fomentar un aprendizaje activo,
mientras que los enfoques comunicativos y las metodologías híbridas combinan las ventajas de
la enseñanza presencial y virtual, ofreciendo mayor flexibilidad y accesibilidad.
Descriptores: enseñanza de una segunda lengua; enseñanza de idiomas; educación bilingüe.
(Fuente: Tesauro UNESCO).
Received: 21/09/2024. Revised: 03/10/2024. Approved: 05/11/2024. Published: 01/01/2025.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
2
INTRODUCTION
The integration of technology in educational processes has emerged as an important factor in
transforming traditional pedagogical practices, offering new opportunities to improve the quality
of learning and adapt to the needs of 21st century learners. The incorporation of technological
tools, such as e-learning platforms, mobile applications, Information and Communication
Technologies (ICT) and, more recently, artificial intelligence, has made it possible not only to
diversify teaching methods, but also to personalise learning, foster student autonomy and
improve communicative competences in English.
Several studies have addressed the impact of these technologies on English language
teaching, highlighting their ability to overcome the limitations of traditional methods. In this
sense, Gómez-Domínguez et al. (2019), Ortiz-Rodríguez & Tejeda-Díaz (2023) have explored
how ICT have transformed the teaching of English at basic and secondary educational levels,
allowing for more interactive and accessible learning. On the other hand, research such as
Herrera-Rojas et al. (2024) and Matos-Juarez et al. (2024) have analysed the use of advanced
tools, such as artificial intelligence and ChatGPT, in university contexts, highlighting their
potential to personalise instruction and enhance the learning experience. These innovations not
only facilitate access to educational resources, but also promote student motivation and
engagement, which are essential factors for successful foreign language learning.
Consequently, the use of e-learning platforms and virtual learning objects, as noted by Luna et
al. (2023) and Parra-Diettes (2022), has proven to be an effective strategy for developing
English language skills, especially in environments where access to face-to-face educational
resources is limited. These tools allow students to learn at their own pace, access up-to-date
materials and participate in interactive activities that reinforce their listening, reading, writing and
speaking skills. Likewise, perspectives such as mobile learning, analysed by Soncco-Salinas
(2022), and ICT-supported cooperative learning, studied by Torres-Cajas & Yépez-Oviedo
(2018), have shown positive results in English language acquisition by fostering collaboration,
interaction and autonomous learning.
However, the integration of technology in English language teaching is not without its
challenges, including the need to train teachers in the use of these tools, ensure equitable
access to technology, and design pedagogical strategies that make the most of its potential. As
Mourad et al. (2024) and Quispe-Vargas et al. (2024) point out, it is essential that educational
institutions adopt innovative methodological models that combine technology with effective
pedagogical practices to ensure that students acquire not only language skills, but also digital
skills that enable them to function in an increasingly interconnected world.
From the above; it is highlighted as an objective to analyse the integration of technology in
English language teaching.
METHOD
The research from a methodological context was framed within a descriptive research type with
documentary design, supported by the application of the analytical-synthetic method. The
analysis of information from 17 scientific articles was approached systematically with the
purpose of describing, interpreting and synthesising the results related to the integration of
technology in English language teaching, constituting documentary categories (see table 1).
Therefore, the information was organised into documentary categories such as: 1) Learning
styles and strategies 2) Use of technologies in teaching 3) Artificial intelligence and digital
platforms 4) Technological and methodological innovations 5) Communicative approaches and
hybrid methodologies.
Subsequently, the analytical information was processed in the results section and as a
theoretical synthesis, table 2 was developed, where a pedagogical proposal was designed as
an integration objective for English language teaching based on ICT.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
3
RESULTS
Once the 17 scientific articles that were used as the study population had been scrutinised, the
generation of documentary categories was carried out in order to have a theoretical basis of the
state of the art related to the integration of technology in the teaching of the English language:
Table 1. Documentary categories.
Category
Description
ICT-based teaching
strategies
References
Learning styles and
strategies
It focuses on the methods,
styles and strategies
students use to learn
English and their
relationship to academic
performance and
motivation.
- Use of interactive
platforms to personalise
learning according to
students' learning styles.
- Incorporation of digital
tools to foster motivation
and autonomous learning.
- Caicedo-Quinteros, Sara
Ingrid (2023).
- Cárdenas-Narváez, Juan-
Carlos. (2019).
- Muñoz-Jara, Rocío, &
Correa-Pérez, Roxanna
(2023).
Use of technology in
education
Analyses the impact of
technological tools, such
as ICT, mobile learning
and virtual objects, on the
process of teaching and
learning English at
different educational
levels.
- Use of mobile
applications to practise
vocabulary and grammar.
- Creation of virtual
learning objects (VLOs) for
interactive activities.
- Implementation of
collaborative platforms
such as Google
Classroom.
- Gómez-Domínguez,
Cristian Enrique, et al.
(2019).
- Meneses-Vásconez,
Paulina del Rocío, (2018).
- Ortiz-Rodríguez, H. G., &
Tejeda-Díaz, R. (2023).
- Parra-Diettes, Delcy
Carolina (2022).
- Soncco-Salinas,
Romualdo Bryan (2022).
- Torres-Cajas, Mónica, &
Yépez-Oviedo, Danilo
(2018).
Artificial intelligence and
digital platforms
It explores the use of
artificial intelligence tools,
such as ChatGPT, and e-
learning platforms to
transform and improve
English language learning
in educational contexts.
- Use of ChatGPT to
practise conversations in
English and solve
grammatical doubts.
- Implementation of e-
learning platforms for
autonomous learning.
- Analysis of learning data
through AI for
personalisation.
- Herrera-Rojas, M. del R.,
et al. (2024).
- Luna, Evelyn Lourdes
Asto, et al. (2023).
- Matos-Juarez, Analy
Solange, et al. (2024).
Technological and
methodological innovations
It examines technological
and methodological
innovations that seek to
improve communicative
competence in English and
transform classrooms
through the use of
technology.
- Use of simulators and
virtual environments to
practice communication
skills.
- Integration of multimedia
tools (videos, audios) to
improve oral
comprehension and
written.
- Gamification of learning.
- Mourad, A. S., et al.
(2024).
- Quispe-Vargas, Miliam,
et al. (2024).
- Rengifo-Fernández, K.
M., et al. (2024).
Communicative
approaches and hybrid
methodologies
It addresses
communicative
approaches and hybrid
methodologies that have
been implemented to
improve English language
learning, especially in post-
pandemic contexts.
- Use of hybrid platforms to
combine face-to-face and
virtual classes.
- Implementation of online
communicative activities,
such as forums and
videoconferences.
- Use of video-calling tools
for oral practice.
- Quevedo-Arnaiz, N. V., et
al. (2022).
- Quevedo-Arnaiz, N., et
al. (2021).
Source: Own elaboration.
The categories set out in Table 1 reflect complementary visions that address both learning
styles and innovative teaching strategies, highlighting the impact of technological tools in the
educational process. The theoretical contributions of each category are discussed below:
Learning styles and strategies
Personalisation of learning is a key pedagogical principle that is strengthened by the use of ICT,
especially in English language teaching. According to Caicedo-Quinteros (2023), interactive
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
4
platforms allow activities to be adapted to the predominant learning styles of students (visual,
auditory or kinaesthetic), which optimises the educational experience and fosters autonomy,
which is in line with constructivist theories that emphasise the importance of adapting teaching
processes to the individual characteristics of learners. Cárdenas-Narváez (2019) highlights that
learning strategies, such as repetition, association and the use of digital resources, are directly
related to academic performance in English language teaching students; these strategies, when
integrated with technological tools, enhance learning by offering personalised and accessible
resources, promoting meaningful learning.
On the other hand, Muñoz-Jara & Correa-Pérez (2023) highlight that motivation is a determining
factor in learning English, while ICT can act as a catalyst to maintain students' interest; it is
necessary to involve tools such as mobile applications and gamified platforms, as they not only
encourage autonomy, but also allow students to learn at their own pace, which reinforces their
commitment to the educational process. Thus, it is presented:
Pedagogical implications:
a) The integration of ICT in English language teaching allows for the diversity of learning
styles to be catered for, promoting an inclusive and personalised approach.
b) ICT-based strategies foster autonomy and self-regulated learning, key competences in
today's educational context.
Challenges:
a) Teacher training is essential to identify learning styles and design activities that
effectively integrate ICT.
b) In resource-constrained contexts, lack of access to technologies may limit the
implementation of these strategies.
Use of technology in education
The use of ICT in English language teaching has transformed pedagogical practices, allowing
greater interaction and access to educational resources, therefore, Gómez-Domínguez et al.
(2019) highlight that ICT, such as mobile applications and collaborative platforms, are especially
effective at basic levels, such as primary education, where students can practice vocabulary
and grammar in an interactive way. These tools promote active learning, where students
become agents of their own learning process. While Meneses-Vásconez (2018) highlights the
impact of Web 2.0 tools, such as blogs and wikis, in English language teaching, as they foster
collaboration and meaningful learning, allowing students to interact with their peers and with the
content in a dynamic way, which improves their understanding and retention of the language.
A prominent strategy in this category is the creation of virtual learning objects (VLOs), as Parra-
Diettes (2022) mentions, these resources, designed with a pedagogical approach, allow
students to interact with multimedia content that develops specific language competences.
Likewise, Soncco-Salinas (2022) emphasises the role of mobile learning, which facilitates
access to educational materials at any time and place, promoting flexibility and continuity of
learning. In this sense, they synthesise:
Pedagogical implications:
a) ICT facilitates the implementation of active methodologies, such as collaborative
learning and project-based learning, which promote the development of communicative
competences in English.
b) Digital resources allow students to access high quality educational materials regardless
of their geographical location.
Challenges:
a) The digital divide remains a major obstacle, especially in rural communities or
communities with limited internet access.
b) The implementation of these technologies requires significant investment in
infrastructure and teacher training.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
5
Artificial intelligence and digital platforms
Artificial intelligence (AI) and digital platforms are transforming English language teaching by
offering personalised and adaptive solutions, in this order, Herrera-Rojas et al. (2024) highlight
that tools such as ChatGPT allow students to practice communication skills in a safe and
pressure-free environment, which is especially useful for those who experience anxiety when
speaking in public, these tools align with the principles of adaptive learning, which seeks to
adjust content and activities to the individual needs of learners.
On the other hand, Luna et al. (2023) explore the use of e-learning platforms, which not only
facilitate autonomous learning, but also allow teachers to monitor students' progress in real
time; these platforms integrate multimedia resources, such as videos, audios and interactive
exercises, which enrich the learning experience and encourage active participation. It is
important to bear in mind:
Pedagogical implications:
a) AI makes it possible to personalise learning to the individual needs of learners,
improving their performance and motivation.
b) Digital platforms offer a flexible and accessible environment, which adapts to the
demands of 21st century learning.
Challenges:
a) Over-reliance on AI tools could limit the development of critical skills in students, such
as problem solving and creative thinking.
b) Ensuring the privacy of student data on digital platforms, especially those that collect
personal information, is crucial.
Technological and methodological innovations
Technological and methodological innovations, such as gamification, simulators and virtual
environments, are redefining English language teaching, therefore, Mourad et al. (2024)
highlight that these tools not only improve communicative competence, but also increase
students' motivation by providing immersive learning experiences, in this sense, simulators
allow students to practice real-life situations, such as job interviews or everyday conversations,
in a controlled environment.
Consequently, Quispe-Vargas et al. (2024) emphasise that the integration of multimedia tools,
such as videos and audios, improves oral and written comprehension, as it exposes students to
different accents and cultural contexts, taking into account that gamification, which incorporates
game elements in learning, has proven to be effective in maintaining students' interest and
fostering healthy competition. Considerable consideration should be given to:
Pedagogical implications:
a) Technological innovations can transform classrooms into dynamic, interactive spaces
that promote meaningful learning.
b) Gamification and virtual environments foster intrinsic motivation and active learning.
Challenges:
a) The implementation of these innovations requires significant investment in technological
infrastructure and teacher training.
b) In institutions with limited resources, these tools may be inaccessible, leading to
inequalities in access to educational opportunities.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
6
Communicative approaches and hybrid methodologies
Communicative models and hybrid methodologies have become relevant in the post-pandemic
context, where flexibility and accessibility are essential, while Quevedo-Arnaiz et al. (2022,
2021) highlight that hybrid platforms, which combine face-to-face and virtual classes, allow
students to develop communicative skills in English more effectively, these platforms integrate
activities such as forums, videoconferences and interactive exercises, which encourage active
participation and collaborative learning. Taking into account the following:
Pedagogical implications:
a) Hybrid methodologies offer flexibility and accessibility, adapting to the needs of learners
and current educational contexts.
b) Video-calling tools enable online speaking practice, connecting learners with native
speakers or peers from different regions.
Challenges:
a) The lack of preparation of some teachers to handle digital tools and design effective
activities in hybrid environments.
b) The need to ensure quality education in both face-to-face and virtual environments.
From the above, a pedagogical framework is presented that connects categories for teaching
English, highlighting the personalisation of learning, the use of information and communication
technologies (ICT), artificial intelligence (AI) and hybrid and innovative methodologies, being
student-centred, promoting autonomy, motivation and meaningful learning through strategies
such as gamification, simulators, e-learning platforms and virtual learning objects (VLOs).
From a pedagogical perspective, the importance of addressing the diversity of learning styles,
implementing active methodologies and fostering communication skills in dynamic and inclusive
contexts is emphasised. However, challenges are identified such as the digital divide, the need
for teacher training and investment in technological infrastructure, which must be addressed to
ensure an equitable and effective implementation of these strategies in diverse educational
contexts. This seeks to transform classrooms into interactive and flexible spaces, adapted to the
demands of the 21st century, where students can develop language skills in an autonomous
and collaborative manner. In this way, table 2 presents the pedagogical proposal for an ICT-
based didactic approach to teaching English:
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
7
Table 2. Pedagogical proposal for ICT-based didactics for teaching English.
Didactic Axis
Pedagogical
basis
Teaching
strategies
English-related
OVA
1. Didactics
based on
learning styles
and strategies
The diversity of
learning styles
(visual, auditory,
kinaesthetic)
requires strategies
that personalise
the educational
process. ICT
allows for the
design of activities
adapted to the
individual
characteristics of
students.
- Apply initial
diagnostics to
identify learning
styles.
- Design
personalised
activities:
- Visual:
infographics,
concept maps,
interactive videos.
- Auditory:
podcasts, songs,
active listening
exercises.
- Kinaesthetic:
practical activities
on platforms such
as Kahoot or virtual
simulators.
- Encourage
autonomy with
applications such
as Duolingo or
Busuu.
- Learn Vocabulary
with Images': OVA
using interactive
images to
associate words
with visual objects
(ideal for visual
learners).
- Listening
Practice: Everyday
Conversations':
OVA with audio
and listening
exercises.
- Interactive
Grammar Games':
OVA with practical
activities to
reinforce
grammatical
structures through
simulations.
2. Didactics of
the use of
technology in
education
ICT enriches
pedagogical
practices by
providing
interactive and
collaborative
resources that
foster active
learning.
- Use collaborative
platforms such as
Padlet or Jamboard
for group projects.
- Create blogs or
wikis in English for
collaborative
writing.
- Design virtual
learning objects
(VLOs) with
interactive
exercises and
multimedia.
- Promote mobile
learning with
applications such
as Quizlet or
ubiquitous activities
such as recording
audios in English
and sharing them
on Flipgrid.
- Collaborative
Writing in Wikis':
OVA that guides
students in the
creation of
collaborative texts
in English.
- Grammar and
Vocabulary
Builder': OVA with
interactive
exercises to
reinforce grammar
and vocabulary.
- Speaking
Practice with
Flipgrid': OVA that
includes guides
and examples for
recording and
sharing videos in
English.
3. Didactics of
artificial
intelligence and
digital platforms
Artificial
intelligence (AI)
makes it possible
to personalise
learning and
provide immediate
feedback, while
digital platforms
facilitate the
management of
- Use virtual
assistants such as
ChatGPT to
practise
conversations in
English.
- Implement e-
learning platforms
such as Moodle or
Canvas for access
- AI-Powered
Conversation
Practice': OVA that
uses AI to simulate
conversations in
English with
immediate
feedback.
- Interactive
Learning
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
8
the educational
process.
to materials and
personalised
feedback.
- Analyse learning
data with AI tools to
identify patterns
and design specific
activities.
Dashboard': OVA
that allows
students to monitor
their progress on
platforms such as
Moodle.
- Writing Feedback
with AI': OVA that
teaches students
how to use AI tools
to improve their
English writing.
4. Didactics of
technological
and
methodological
innovations
Technological
innovations, such
as gamification
and virtual
environments,
transform
pedagogical
practices, fostering
motivation and
active learning.
- Design gamified
activities on
platforms such as
Classcraft or
Kahoot, with levels,
rewards and
challenges.
- Use simulators to
practice real-life
situations (ordering
food, job
interviews).
- Create avatars on
platforms such as
Second Life for
communicative
activities.
- Incorporate
multimedia
resources (videos,
podcasts) to
develop oral and
written
comprehension.
- Gamified
Grammar
Challenges': OVA
that includes
interactive games
to reinforce
grammatical
structures.
- Virtual Role-
Playing Scenarios':
OVA that
simulates real-life
situations such as
interviews or
restaurant
conversations.
- Cultural
Immersion through
Virtual Reality':
OVA which uses
virtual
environments to
explore English-
speaking cultures.
5. Didactics of
communicative
approaches and
hybrid
methodologies
Communicative
approaches and
hybrid
methodologies
combine the best
of face-to-face and
e-learning,
enabling the
development of
communication
skills in a flexible
and accessible
way.
- Design online
communicative
activities, such as
discussion forums
in English in Google
Classroom or
Edmodo.
- Use video
conferencing in
Zoom or Microsoft
Teams to practise
speaking.
- Create hybrid
projects combining
face-to-face and
virtual activities,
such as multimedia
presentations or
blogs in English.
- Online
Discussion Forums
for Fluency': OVA
that guides
learners in
participating in
forums in English.
- Hybrid Learning
Project Planner:
OVA that
organises hybrid
activities to
develop
communication
skills.
- Virtual Speaking
Clubs': OVA that
connects students
with peers to
practise English
online.
Source: Own elaboration.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
9
From table 2, we highlight the didactic axes that have pedagogical foundations, such as
methodological strategies and practical applications, which are articulated to enhance the
learning of English, integrating ICT and technological innovations as key tools in the educational
process.
Therefore, didactics based on learning styles and strategies emphasises the need to cater for
the diversity of students (visual, auditory, kinaesthetic) through personalised activities that
promote autonomy, such as the use of infographics, podcasts and interactive simulators. In the
field of technology use, active and collaborative learning is highlighted through platforms such
as Padlet, blogs, wikis and mobile applications, which allow learning to be extended beyond the
classroom.
The incorporation of artificial intelligence and digital platforms facilitates the personalisation of
learning, immediate feedback and educational management through tools such as ChatGPT,
Moodle and Canvas, promoting a learner-centred approach. Technological innovations such as
gamification and virtual environments transform pedagogical practices by fostering motivation
and linguistic immersion through interactive activities and simulations of real-life situations.
Consequently, communicative approaches and hybrid methodologies integrate the best of face-
to-face and virtual learning, fostering the development of communicative competences through
synchronous and asynchronous activities such as forums, videoconferences and hybrid
projects. Virtual Learning Objects (VLOs) are presented as essential resources to diversify
teaching strategies, personalise learning and motivate students, adapting to their needs and
learning styles.
CONCLUSION
The analysis shows that personalisation of learning, based on students' styles and strategies,
together with the use of technological tools such as artificial intelligence and digital platforms,
favours the development of autonomy, improves communicative skills and enriches the learning
experience. Innovations such as gamification, simulators and virtual environments have proven
to be effective in motivating students and fostering active learning, while communicative
approaches and hybrid methodologies combine the advantages of face-to-face and e-learning,
offering greater flexibility and accessibility. However, weaknesses are also identified, such as
the need to train teachers, ensure equitable access to technology and overcome the digital
divide. Despite these difficulties, the pedagogical proposal presented highlights innovative
strategies and concrete practices, highlighting the value of Virtual Learning Objects (VLOs) as
fundamental resources to diversify methodologies, personalise learning and motivate students,
promoting a more meaningful, autonomous and collaborative educational process.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To teachers who are motivated to overcome pedagogical adversities in order to develop
meaningful English language teaching.
CONTRIBUTION OF THE AUTHORS
Nancy Jacqueline Cárdenas-Ramírez: Participated in the methodological design of the study,
data collection and analysis, and initial drafting of the manuscript. Clara Aurora Calupiña-
Rivera: She was in charge of the literature review, the interpretation of the results and the
drafting of the conclusions. She also participated in the final editing of the manuscript.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-11, 2025
Integración de la tecnología en la enseñanza del idioma inglés
Integrating technology into English language teaching
Nancy Jacqueline Cárdenas-Ramírez
Clara Aurora Calupiña-Rivera
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